Blooms Taxonomy lists several levels under the affective domain. Burden and Byrd (2010) list them on table 3.2, illustrating the objectives and verbs for specific learning outcomes. “The levels for the affective domain are: receiving, responding, valuing, organization, and characterization of a value or a value complex” (Methods for Effective Teaching, pg. 75). The most difficult aspect in the affective domain I feel would be most difficult to teach and identify would be the receiving level. “The illustrative general instructive objectives for this level, based on table 3.2 in Burden and Byrd (2010) for the Receiving level is that the students listen attentively, show awareness of the importance of learning, shows sensitivity to human needs and social problems, accepts differences of race and culture, attends closely to the classroom activities” (Methods for Effective Teaching, pg. 75). I feel this particular level will be the most difficult for me because if a student does not verbally or physically show signs of understanding or awareness, how can I, as a teacher identify it?
Another difficulty is seeing if multiple students are continually listening attentively and cognitively aware of what I am presenting in the lesson. From my research, it is proven that the attention span of a young child and adolescent is only for approximately 10-15 minutes. During a class period that lasts 45 minutes, the challenge is keeping the students focused for the duration of the period. I feel that once I begin my student teaching experience I will be able to see what the teacher that mentor’s me will be doing in regards to this specific level on the affective domain of Bloom’s Taxonomy. One solution on this I see currently would be to model the appropriate behavior for my students.
Source:
Burden, P. R., & Byrd, D. M. (2010). Methods for effective teaching: Meeting the needs of all students (5th ed.). Boston, MA: Pearson/Allyn & Bacon Publishers.